Anatomy of a Lesson: HPS Instructional Framework Academic Learning Time and the 21st Century Classroom Have a scribe take notes on vocabulary associated with AOL.

Academic Learning Time Student UNDERSTANDS THE LESSON OBJECTIVE Student ACTIVELY MANIPULATES content of lesson Student experiences 75% - 95% SUCCESS RATE ALT Learning Time is what provides students the framework to “fill in the blanks” in the prior slide

Anatomy of a Lesson (AOL) (APK) Assess, Activate Prior Knowledge 20% (TIP) Teacher Input (SAP) Student Active Participation 45% (ISS) Identify Student Success 15% Be sure they understand this is not necessarily a linear representation.

Clear Learning Targets What should students know and be able to do at the end of the lesson? Posted and written in student friendly “I can” language Best practice. Part of ALT that student understands the lesson objective.

Share your learning target. . . Example and counter example.

Active Prior Knowledge (APK) Assess and build background knowledge Prime students for learning Link new knowledge to cognitive web Where we focus students for new information of techniques Think of it as stretching or warming up before exercising Not the same as an emotional hook. That engages the student to be excited about the content. Have that too, if you choose. The APK is more skill based and content driven than affective.

Assessing and Activating Prior Knowledge Think-Pair-Share Informal Q and A Brain Dump Bell ringer Graffiti Write Knowledge Rating, K-W-L Conga or Cooperative Learning Groups Thumbs, Fist to Five, Speedometer Admit Slips Interactive Notes Pretest (APK) Assessing and Activating Prior Knowledge Tell why it is important. If you are teaching addition of mixed numbers, what skill is a prerequisite you would want students to remember prior to the instructional piece? If you are energy transfer through the ecosystem in science, what info would you want students to remember?

Teacher Input (TIP) Communicate the content (CKH) Dynamic, dialogical Flexible “Real World” Recall from CKH:Not simply the passing along of information and material but a classroom dialogue Relevancy: a very important task in this step is the ability to translate that which is being taught into “real world” benefits. Students must see how their studies will benefit them in their future efforts at earning a living and finding meaning for their lives. In this component, we’re like a good salesman. When students object to learning, we must be able to overcome their objections and convey the need for learning to take place

(TIP) Teacher Input Teacher Directions Sharing Background Information Modeling Answering Student Questions Reviewing Monitoring and Adjusting Lesson Based on Formative Assessment Introducing a Concept through discussion, multi-media, a visual, or an auditory experience Frontloading Vocabulary Explanation of a Concept (TIP) Teacher Input Just a few examples of TIP. Students have opportunity to interact to process and make meaning. CLT, directions: process with a partner. A partner…B partner…

Student Active Participation (SAP) Empower (CKH) “Use and do” Develop skills Becoming Who is doing the work in the class? “When you do for people what they can and should do for themselves, you stifle their confidence.” -Bethany Rosebrock Students learn information or a technique in the communication step and then practice and apply what they’ve learned until it becomes a knowledge or a skill Teachers see their students in terms of what they are becoming, they see themselves as the resource to help their students become. Empowerment occurs when students gain the ability to “use and do” what they’ve been taught

Student Active Participation Cooperative Learning Groups Manipulating Content Creating their own… Structure and Choice Student DOING… Teacher as facilitator, coach, and advocate Engaged vs. Well Managed Connecting content to… Making content relevant (SAP) Student Active Participation A few examples of SAP. Who is doing the work in the class?

Brainstorm SAP

Manipulating Content through Creating Physical Representations

Manipulating the Content Using 21st Century Tools Not necessarily “PC,” but this student “gets it.”

Manipulating the Content by Creating Connections An example from HHS.

Manipulating the Content through Relevant Creation Students created a series of voicethreads about HHS procedures in German, Spanish, and French. (And English) This helped some of our students who may be new to the school and from different cultures.

Manipulating the Content through Competition

Jigsaw/Cooperative Groups MELODY Tayden TYRONE ASHANTI PEDRO STEVEN Hitler’s Rise Concentration Camps Britain’s Role Soviet Union’s Contribution Japan’s Entry Atom Bomb Development This "cooperation by design" facilitates interaction among all students in the class, leading them to value each other as contributors to their common task.

Teacher’s Role Important piece of the puzzle Actively coaching and guiding students toward answers Soliciting the “expert” information Moving from group to group Being a constant, visible resource at all times

Expert Groups Teacher MUST have a detailed, structured plan that does NOT overwhelm students. Teacher may even provide specific questions to be answered by the group. Textbook Handouts Web resources Video set up Graphic Organizers

Identifying Student Success = Informal Formative Assessment Quick strategies – seamless with instruction Directly related to learning goals/targets Feedback to adjust instruction Informs next instructional steps In terms of daily instruction

Resource For ISS http://rt3region7.ncdpi.wikispaces.net/Formative+Assessment+Strategies

Self-Assessment On a scale of 1-5, where are you with AOL implementation? What do you need to support the instructional shift to include 45% SAP in a class period?